Simulation-based education on initial neonatal care knowledge among nursing and midwifery students in Tanzania: Quasi experimental study

Abstract

Background: Simulation-based education is an effective pedagogical method for improving nursing students’ knowledge and quality care. However, traditional methods of auditorium lectures are widely conducted in nursing education institutions in Tanzania. Such pedagogic provides students with theoretical knowledge with limited hands-on exposure for clinical competence, thus, affecting professional integration of students and quality care delivery. Therefore, this study assessed the effectiveness of simulation-based education on initial neonatal care knowledge among nursing students in Tanzania. Methods: A quasi-experimental with pre-post study design was employed. Ninety students from two nursing schools: forty-five students in urban school (intervention group), and forty-five in a rural school (control group) were purposively selected to participate in the study. The students received two different initial neonatal care scenarios: (1) initial neonatal care to a term normal healthy breathing neonate, (2) Initial neonatal care to neonates with difficulty breathing. The pre-post test data was collected using structured questionnaire between March and June 2023. Data was analysed using descriptive statistics, independent t-test, and multiple linear model. Results: The interventional group students showed a significant higher knowledge mean score on initial neonatal care aβC = 7.6(6.8–8.4), p- <0.001. The effect size of the intervention was statistically significant aDiD 3.0(1.8–4.1), p- value 0.001. Conclusion: Simulation-based education improved students’ knowledge in the interventional group compared to traditional lectures. This approach could enhance learning outcomes in Tanzania’s nursing education programs, addressing challenges related to the shortage of skilled healthcare providers and quality neonatal care.